1

Lodi Unified School DistrictMonitoring and AccountabilityA District Program Improvement

Update

Board of Education Study Session

August 19, 2008

2

Background

The Monitoring and Accountability (M&A) Plan, established in 2007-08, is a systemic, multi-level, shared plan of responsibility.

The purpose is to provide ongoing monitoring, accountability and support of the district’s major initiatives to increase student achievement and eliminate the achievement gap.

3

M&A Outcomes and Goals Feedback from site administrators The adoption of all district initiatives and the

identification of district initiatives requiring additional support

Site activities that are aligned to the adopted district initiatives

Implementation of M&A visiting team proposed actions

Annual report presented to the LUSD Board of Education

4

Methodology

Data was gathered and analyzed for this evaluation from site principals and site visiting teams:LUSD 2007-08 Administrator Questionnaire

completed by each site principal LUSD 2007-08 Summary Survey and

Visitation Forms complete by each M&A visit team

5

Methodology

Areas examined included administrators’: Impressions of the M&A impact on student

achievementReceptivity to proposed actions by the M&A

visiting teams Impressions of district initiatives and their

impact on student achievement

6

Methodology

Areas examined also included M&A visit teams’ observations regarding sites’:Essential Program Component focusDistrict Initiative focusCalifornia Standards for the Teaching

Profession focus

7

Executive Summary

The M&A process was successful in facilitating communication between the district office and sites.A total of 41 sites were visited during the 2007-08

school year.Each site principal selected for a visit participated

in the post M&A visit Administrator Questionnaire.

8

Executive SummaryM&A visits revealed that the adoption of the district’s

initiatives is at different stages throughout the district. The majority (at least 60%) of principals at each level

rated the Cycle of Inquiry and Supervision & Evaluation initiatives – the district’s two focus areas in 2007-08 – as having the most impact on student achievement.

The Equity, English Learner Plan, and TAASA initiatives were not as frequently selected as the focus for the M & A visits as COI and Supervision and Evaluation.  Elements of our equity work and ELD are imbedded in the COI process.  Focal students selected in the COI process also bring in elements of these two initiatives. 

TAASA is a new initiative and most schools were in the learning stages of this initiative in 07-08.

9

Executive Summary

Site principals were generally responsive to proposed actions made by the M&A visit teams designed to improve student achievement. Over 60% of site principals at each indicated that they have fully

or substantially implemented the M&A visit teams’ proposed actions.

At least 20% of site principals at each level indicated that they have partially implemented the M&A visit teams’ proposed actions.

10

Sharing the Elementary Experience

Board membersBonnie Cassel – Mosher Elementary SchoolJeff Thompson – Joe Serna Charter School

Site administrationBrandon Krueger – Principal, Creekside

Elementary School

11

Lessons Learned:K-6 Exemplars

Consistency of instructional practices, pacing, and procedures at grade levels

Strategies for student engagement Use of academic language Written expectations with defined student

achievement goals Professional student concept

12

The Secondary Journey

Board membersRichard Jones – Lodi High SchoolPeter Johnson – Tokay High School

Site administrationErik Sandstrom – Principal Tokay High SchoolMartha Dent – Vice Principal Tokay High

School

13

Common Themes Need for professional development

AB472, GATE strategies, culturally responsive classrooms

Support programs for African American studentsThe Village, mentoring programs

Coaching support for teachers Intervention materials Time for staff collaboration

14

Recommendations for 2008-09 Partner Schools Theories of Action / Inquiry Questions Continuation of Walk Throughs Addition of Teacher Leader on the M & A Team Invitation to Board members Academic Program Survey will be utilized as a

benchmark

15

Visitation Teams

Standing Visitation Team Members: Associate Superintendent Principal Administrative Peer Teacher Leader Assistant Superintendent Vice Principal Director of Elementary Education

Support Visitation Team Members (one or more):SuperintendentAdministrative Director of Student Services/SELPAAdministrative Director Curriculum and InstructionCoordinatorsBoard Member Other

16

Theory of Action

A system of shared practices and beliefs that guide learning.

A Theory of Action is expressed as an IF…., THEN ….. statement

17

Inquiry Questions Inventory: These questions provide: a starting point for

inquiry; a detailed assessment of what is currently in place; a way to do counting and labeling of teachers/staff, strategies, and other components of a change initiative.

Implementation: These questions provide: information about what a particular practice looks like as it is implemented; a lens into depth and quality of implementation; a way to evaluate how well a practice is implemented against a defined standard.

Effectiveness: These questions provide information about the effectiveness of the strategy in addressing the defined problem statement around student achievement.

18

What Does It Look Like?

Theory of Action Inquiry Questions

If uninterrupted instructional minutes are protected and students have greater academic learning time, then student achievement will increase.

1. What site based practices and processes are used to allocate and protect instructional minutes?

2. What is the % of students’ on-task time as measured using our guidelines?

3. What is the increase in student achievement data based on theme assessments, benchmarks and ultimately CTS’s?

19

Administrative Response to Revised Process

The adjustments to the process will allow for greater in depth discussions on areas that will positively affect student achievement.68 Agree8 Somewhat Agree0 Disagree

20

Administrative Response to Revised Process

The opportunity to collaborate with a partner colleague will provide me with support and new ideas.61 Highly agree9 Somewhat agree2 Disagree

21

Questions?

22

Appendix

MONITORING AND ACCOUNTABILITY PROCESS

2007-08

EVALUATION

23

Total Administrative Experience

The district has an experienced group of principals with at least 80% of them at each level possessing 5 or more years of total administrative experience.Administrator Questionnaire

Years of Total Administrative Experience

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

rc

en

t o

f R

es

po

nd

en

ts

Less than 1 year 3% 0% 0%

1 year up to 3 years 7% 0% 0%

3 years up to 5 years 0% 20% 0%

5 or more years 90% 80% 100%

Elementary (30 respondents) Middle (5 respondents) High (8 respondents)

Source: LUSD 2007-08 Administrator Questionnaire

24

LUSD Administrative Experience With at least 67% of principals at each level

possessing at least 5 or more years experience as an LUSD administrator, the district’s principals are experienced and knowledgeable of the district’s culture.

Administrator QuestionnaireYears of LUSD Administrative Experience

0%

10%

20%

30%

40%

50%

60%

70%

Pe

rc

en

t o

f R

es

po

nd

en

ts

Less than 1 year 13% 0% 0%

1 year up to 3 years 13% 20% 13%

3 years up to 5 years 7% 20% 25%

5 or more years 67% 60% 63%

Elementary (30 respondents) Middle (5 respondents) High (8 respondents)

Source: LUSD 2007-08 Administrator Questionnaire

25

Student Achievement

No more than 20% of the principals at each level felt that M&A significantly increased student achievement.

At least 40% at each level felt that the effort caused a modest increase it student achievement.

At least 25% at each level felt that it did not impact student achievement.

Administrator QuestionnaireImpact of Monitoring & Accountability on Student Achievement

0%

10%

20%

30%

40%

50%

60%

70%

80%

Pe

rc

en

t o

f R

es

po

nd

en

ts

Did not impact student achievement 33% 40% 25%

Modestly increased student achievement 53% 40% 75%

Signif icantly increased studentachievement

13% 20% 0%

Elementary (30 respondents) Middle (5 respondents) High (8 respondents)

Source: LUSD 2007-08 Administrator Questionnaire

26

Degree of Implementation of Actions Proposed At least 63% of the principals at each level fully or substantially

implemented the actions proposed by visiting teams during their M&A visit. At least 20% at each level partially implemented the actions proposed

during their M&A visit. No more than 13% at each level minimally implemented the actions

proposed during their M&A visit.Administrator Questionnaire

Degree of Implementation of Actions Proposed During Monitoring Visits

0%

10%

20%

30%

40%

50%

60%

70%

Pe

rc

en

t o

f R

es

po

nd

en

ts

Fully 23% 20% 0%

Substantially 50% 60% 63%

Partially 27% 20% 25%

Minimally 0% 0% 13%

Elementary (30 respondents) Middle (5 respondents) High (8 respondents)

Source: LUSD 2007-08 Administrator Questionnaire

27

District Initiatives Which Most Contributed to Student Achievement

At least 60% of the principals at each level felt that Cycle of Inquiry and/or Supervision and Evaluation most contributed to student achievement.

Source: LUSD 2007-08 Administrator Questionnaire

28

Essential Program Component Focus

M&A visiting teams observed that Monthly Teacher Collaboration and Student Achievement Monitoring were the focus of at least 54% of elementary and middle schools.

M&A visiting teams also observed that the majority (72%) of high schools focused on Monthly Teacher Collaboration and Lesson and Course Pacing Scheduling.

Summary Survey and Visitation FormsEssential Program Component Focus By School Type

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Percen

t o

f S

ch

oo

ls

Elementary 21% 7% 29% 4% 7% 25% 7%

Middle 0% 0% 40% 0% 0% 40% 20%

High 0% 29% 43% 0% 14% 14% 0%

Instructional Time

Lesson and Course Pacing

Scheduling

Monthly Teacher Collaboration

Ongoing Teacher Support

SBE Adopted Instructional

Materials

Student Achievement

Monitoring

Teacher Professional Development

Source: LUSD 2007-08 Summary Survey and Visitation Forms

29

California Standards for the Teaching Profession Focus M&A visiting teams observed that at least 40% of all schools focused

on Engaging and Supporting All Students in Learning standard. M&A visiting teams also observed that:

At least 29% of elementary and high schools focused on the Planning Instruction and Designing Learning Experiences standard.

40% of middle schools focused on the Understanding and Organizing Matter standard.

Summary Survey and Visitation FormsCalifornia Standards for the Teaching Profession Focus By School Type

0%

10%

20%

30%

40%

50%

60%

Percen

t o

f S

ch

oo

ls

Elementary 7% 46% 29% 18%

Middle 20% 40% 0% 40%

High 17% 50% 33% 0%

Creating and Maintaining Effective Environments

Engaging and Supporting All Students in Learning

Planning Instruction and Designing Learning

Experiences

Understanding and Organizing Subject Matter

Source: LUSD 2007-08 Summary Survey and Visitation Forms